Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “LINGUISTICS”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 1,639 records · Page 91Linked to original sources
PubMedDate not supplied

False belief understanding in children with specific language impairment.

UNLABELLED: Children's understanding that people's beliefs may differ from reality is an important milestone in cognitive development. Yet the tasks usually used to assess this understanding rely on the comprehension of complex syntax. Children with specific language impairment (SLI) have language abilities that are below age expectations, but their nonlinguistic cognitive abilities--crucial to false belief understanding--are closer to age level. Four conditions of a standard false belief task were administered to 10 children with SLI, 10 children of the same age, and 9 younger children whose language comprehension ability was similar to the children with SLI. The four conditions varied as to their linguistic complexity. The SLI group performed similarly to same-age peers when linguistic complexity was low, but similarly to younger children when linguistic complexity was high. These findings provide evidence that linguistic competence serves as a limiting factor in false belief performance for children with SLI. EDUCATIONAL OBJECTIVES: Readers will be able to (1) describe different hypotheses regarding the relationship between language and theory of mind development, (2) discuss how linguistic complexity impacts false belief performance for children with SLI, and (3) apply the language/theory of mind relationship when planning intervention.

Attitude↗
PubMed2005

Beyond capacity limitations: determinants of word recall performance on verbal working memory span tasks in children with SLI.

Reduced verbal working memory capacity has been proposed as a possible account of language impairments in specific language impairment (SLI). Studies have shown, however, that differences in strength of linguistic representations in the form of word frequency affect list recall and performance on verbal working memory tasks. This suggests that verbal memory capacity and long-term linguistic knowledge may not be distinct constructs. It has been suggested that linguistic representations in SLI are weak in ways that result in a breakdown in language processing on tasks that require manipulation of unfamiliar material. In this study, the effects of word frequency, long-term linguistic knowledge, and serial order position on recall performance in the competing language processing task (CLPT) were investigated in 10 children with SLI and 10 age-matched peers (age 8 years 6 months to 12 years 4 months). The children with SLI recalled significantly fewer target words on the CLPT as compared with their age-matched controls. The SLI group did not differ, however, in their ability to recall target words having high word frequency but were significantly poorer in their ability to recall words on the CLPT having low word frequency. Differences in receptive and expressive language abilities also appeared closely related to performance on the CLPT, suggesting that working memory capacity is not distinct from language knowledge and that degraded linguistic representations may have an effect on performance on verbal working memory span tasks in children with SLI.

Child↗
PubMed1975

Language in childhood psychosis: a review.

Childhood psychosis is a group of disorders characterized by numerous behavioral abnormalities, the most significant of which may well be in the area of language. Absence, delay, or deficit in linguistic development are frequently contributing factors to the retardation often associated with childhood psychosis. The literature on language in childhood psychosis covering the general characteristics of the linguistic deficits, the importance of language in diagnosis and prognosis, mother-child linguistic interaction, and intervention programs is reviewed. Recent psycholinguistic studies in normal development point up the present inadequacies or lack of structural linguistic studies in childhood psychosis. Some assumptions about innate linguistic capacities prerequisite to normal development are discussed and a hypothesis relating to a dysfunction in these capacities in childhood psychosis as well as directions for further research are proposed.

Autistic Disorder↗
PubMed1991

Laryngeal reaction time profiles in spasmodic dysphonia: relationship to cortical electrophysiologic abnormality.

This study combines measures of linguistic and vocal performance and long-latency auditory electrophysiology to investigate task-dependent variability in spasmodic dysphonia (SD). Linguistic performance was evaluated using several measures of relatively complex linguistic ability (i.e., discourse analysis). Vocal performance was evaluated by measuring acoustic laryngeal reaction time (LRT) for tasks that differ in complexity. Normal structure of the cortex and subcortex was confirmed by magnetic resonance imaging. Cortical function was measured using multichannel quantitative auditory evoked potentials (AEPs). As a group, SD subjects who demonstrated subtle linguistic deficits also demonstrated prolonged LRT for the complex task and repeated and persistent auditory electrophysiologic abnormalities over the anterior quadrant of the left hemisphere. As a group, linguistically normal SD subjects demonstrated no significant increase in LRT for the complex task and no recurrent electrophysiologic abnormalities over the left anterior cortex relative to normal controls. Results support a neurogenic origin of SD and suggest that some aspects of inter- and intrasubject variability may be related to differences in loci and magnitude of cortical abnormalities.

Adult↗
PubMed1993

Genetic evidence on origin and dispersal of human populations speaking languages of the Nostratic macrofamily.

Contemporary patterns of allele frequencies allow inferences on past evolutionary processes. L.L. CavalliSforza [(1988) Munibe 6, 129-137] and C. Renfrew [(1991) Cambridge Archaeol. J. 1, 3-23] proposed that neolithic farmers from the Near East propagated a group of related ancestral languages, from which three or four linguistic families developed. Here we show that genetic variation among Indo-European, Elamo-Dravidian, and Altaic speakers (grouped by some linguists in the Nostratic macrofamily) supports this hypothesis, whereas the evidence on Afro-Asiatic speakers is ambiguous. Gene-frequency clines within these linguistic families suggest that language diffusion was largely associated with population movements rather than with purely cultural transmission. Archeological, linguistic, and genetic evidence can be reconciled by envisaging a process of population growth and multidirectional dispersal from the Near East as the main factor shaping genetic and linguistic diversity in Eurasia and perhaps in North Africa.

Europe↗
PubMed2003

Training with cognitive sequences improves syntactic comprehension in agrammatic aphasics.

A major open question in cognitive neuroscience concerns the modularity of language: does human language rely, in part, on neural processes that are not language specific? Such reliance would predict that learning should transfer between non-linguistic and linguistic domains via this common neural basis. To test this prediction, we studied effects of non-linguistic cognitive sequence training on syntactic comprehension of six left-hemisphere damaged aphasic patients. Syntactic comprehension impairment was quantified before and after 10 weeks of training on a non-linguistic sequence processing task. This task used a transformational rule specifically corresponding to the transformation required for understanding a particular type of sentence referred to as relativised. Non-linguistic sequencing improved significantly with training (day effect: F(9,45)=3.7, <0.005). Moreover, a significant transfer of this improvement was observed for relativised, but not active nor passive sentences (pre-post x type interaction: F(2,10)=4.72, <0.05). The specificity of this transfer indicates that language relies partially on functional and neural processes that are not language specific.

Aged↗
PubMedDate not supplied

Revision behaviors of normal and hearing-impaired children.

Children's response to communicative failure was evaluated in terms of linguistic and nonlinguistic behaviors. Six hearing-impaired and six normal-hearing children served as subjects. Each group was comprised of three children at each of brown's language stages I and III. Each child was engaged in spontaneous play and received the communicative failure cure "What?" on 20 occasions. Videorecorded responses were scored as repetitions, revisions, or no responses. Revisions were analyzed and categorized into one of nine categories according to linguistic and nonlinguistic structures. Results revealed that both groups of subjects used linguistic and nonlinguistic information in this revision behavior. However, the two groups differed in their pattern of revision behaviors. The hearing-impaired subjects, unlike the normal-hearing subjects, used less linguistic revision behaviors regardless of language development. Findings showed that the nonlinguistic as well as linguistic information may be important considerations when evaluating language with the hearing impaired.

Child↗
PubMed2005

Interictal language functions in temporal lobe epilepsy.

OBJECTIVE: To evaluate interictal language functions in patients with medically intractable left and right sided mesial temporal lobe epilepsy (TLE). METHODS: Spontaneous speech, language comprehension, confrontation naming, repetition, reading, writing, and word fluency were examined in 12 patients with left sided TLE and 11 patients with right sided TLE. RESULTS: Four patients out of 23 displayed language deficits in more than one language domain. Three further patients exhibited isolated language deficits. Linguistic deficits were observed in both left TLE and right TLE. In quantitative analyses left and right TLE only differed in spontaneous speech (p = 0.02); no difference was found in other language functions, laterality quotient of Wada test, or overall IQ. Qualitative error analysis of object naming, however, showed typical errors associated only with left TLE. Patients with linguistic deficits were older at testing compared to patients without linguistic deficits (p = 0.003), whereas other factors including side of TLE, handedness, educational level, age at epilepsy onset, and duration of epilepsy did not differ between groups. CONCLUSIONS: Possible explanations for these findings include neuronal cell loss and deafferentiation in cortical areas, and disruption of the basal temporal language area pathways. Our study suggests that some patients with chronic mesial TLE exhibit linguistic deficits when specifically tested, and underlines the need to routinely investigate linguistic functions in TLE.

Adult↗
PubMed2005

The perception of handshapes in American sign language.

Despite the constantly varying stream of sensory information that surrounds us, we humans can discern the small building blocks of words that constitute language (phonetic forms) and perceive them categorically (categorical perception, CP). Decades of controversy have prevailed regarding what is at the heart of CP, with many arguing that it is due to domain-general perceptual processing and others that it is determined by the existence of domain-specific linguistic processing. What is most key: perceptual or linguistic patterns? Here, we study whether CP occurs with soundless handshapes that are nonetheless phonetic in American Sign Language (ASL), in signers and nonsigners. Using innovative methods and analyses of identification and, crucially, discrimination tasks, we found that both groups separated the soundless handshapes into two classes perceptually but that only the ASL signers exhibited linguistic CR These findings suggest that CP of linguistic stimuli is based on linguistic categorization, rather than on purely perceptual categorization.

Form Perception↗
PubMed1990

The effects of recoding and presentation format on recency and suffix effects.

The primary linguistic theory of Shand and Klima (1981) hypothesizes that stimuli that cannot be directly processed without recoding are not in the primary linguistic mode of the subject and thus should lead to lesser recency and associated suffix effects. In three experiments, different normal hearing subjects learned to pair American Sign Language (ASL) stimuli, visual "quasivocables" (QVs), word-like letter strings, and auditory QVs with common English words. In the first experiment, the subjects were given sequences of ASL or QV stimuli and required to recall the associated words in strict serial order. In two other experiments involving auditory and visual presentation, respectively, subjects who had never been given paired associate training were required to recall the English words that had previously been associated with the ASL and QV stimuli, in a standard suffix paradigm. The results showed recency and suffix effects to be present only with auditorily presented QVs and words. Contrary to the predictions of the primary linguistic hypothesis, greater recency and larger suffix effects were present with the auditory QVs than with the auditory words, although the QVs were not primary linguistic and the task involved forced recoding. Previous results showing recency with ASL stimuli in normal subjects were not replicated. It is concluded that recency and suffix effects are not related either to the primary linguistic mode of the subject or to stimulus recoding, as we and Shand and Klima have defined them.

Attention↗
PubMed2000

Behavior management of children in the dental office.

One of the first conclusions offered by this article was that behavior management has been a pertinent theme in literature addressing clinical pediatric dentistry. This has been true for much of the twentieth century. Another conclusion stated that this literature generally focuses on the preschool child after the child has acquired sufficient development and maturity that he or she can be communicated to in conversation. It was also pointed out that most general approaches to the subject of behavior management deal with the normal child, which for the purposes of this article can be construed as a cognitively, sociologically, and psychologically developed child with no unusual circumstances. The usual age of a child being approachable in language was determined to be approximately around the third birthday. An analysis of patient management in two previous issues of Dental Clinics of North America written almost 35 years apart revealed that there were many more similarities than differences. One conclusion derived from the present article was that all North American dental practitioners have lived in a culture that assumed that the behavior management of normal children 3 years of age and older can generally be regarded as achievable through linguistic techniques. This comparison of the two issues showed that the topics of informed consent and risk management in behavioral pediatric dentistry grew considerably in the last decades of the twentieth century, pharmacologic techniques became more sophisticated, and the linguistic domain remained important to most dentists who sought to treat preschool children. Regarding this last point, it was offered that a lot of the success of a clinician within the linguistic domain may be determined as much by the thoughts, feelings, and nonverbal acts of communication of the clinician as by any other factor. These include the many factors that describe a child's possibilities of success during the dental experience, such as fear status, allegiance to a misdirected goal of childhood, and learned helplessness. Because of the importance of the linguistic domain to most practitioners treating children, this domain was focused on, including how further mastery might be obtained for the clinician seeking more competence here. A method of the clinician examining his or her own effectiveness to refine a strategy for addressing the potential for more powerful linguistic interactions with children was briefly outlined. For the practitioner wishing more specific information, the reference list should provide a didactic base for further intellectual distinctions and assessments.

Behavior Therapy↗
PubMed2002

Genetic substructure in South African Bantu-speakers: evidence from autosomal DNA and Y-chromosome studies.

The extent of genetic differentiation between seven South African Bantu-speaking groups (Zulu, Xhosa, Tsonga/Shangaan, Southern Sotho, Pedi, Tswana, and Venda) was assessed from coancestry coefficients (F(ST)) estimated from autosomal serogenetic, DNA, and Y-chromosome DNA haplotypes. The overall F(ST) obtained from the autosomal data was 0.002, and that from the Y chromosome data was 0.014. The genetic relationships between groups examined were inferred from their cluster affinities in phylogenetic trees constructed from the genetic distances between them. Both autosomal and Y-chromosome DNA studies reveal that 6 of the 7 South African Bantu-speaking groups cluster according to their linguistic groupings, the exception being the Tsonga, who do not cluster with other Nguni language speakers, but rather with the Venda who live close to them. This suggests that the invading Shangaan-speakers, whose Nguni language was adopted by the Tsonga, did not have a major effect on the Tsonga gene pool, and that gene flow from the Venda into the Tsonga may have been considerable. Genetic distances were found to correlate with geographic distances between the regions where each group's apparent population density is the highest. Linguistic distances were also found to correlate with genetic distances, but linguistic and geographic distances showed no correlation. Together, these results suggest that linguistic and some genetic differentiation took place before the groups (or their forerunners) reached their present-day locations, and that further genetic change occurred after their arrival.

Adult↗
PubMed1984

A microgenetic model of paragrammatisms produced by a schizophrenic speaker.

A series of papers appearing in Brain and Language ask whether schizophrenic language irregularities can be understood in linguistic terms. This literature is reviewed and the contrary positions of different authors are highlighted. The clinical presentation of a schizophrenic male is described. In a single interview he produced a set of paragrammatical errors which are noteworthy insofar as they indicate sustained epochs of diminished expressivity. In this sense, they differ from schizophasic deviance, which is described by Lecours and Vanier-Clement (Brain and Language, 3, 516-565, 1976) as an enhanced expressivity cooccurring with intact language competence. They are also partially decodable, which distinguishes them from the schizophrenic segments discussed by Chaika. Analyses of the paragrammatisms indicate disruptions at three discrete representational levels. One involves the formation of abstract speaker intentions, while the second organizes syntagms into some serial form, and the third level takes content words belonging to a particular syntagm and positions them in a syntactic frame. A microgenic model of these representational planes is proposed that is based on the theoretical perspective of Brown, as well as Garrett's investigations of normal speech errors. The model is justified insofar as the paragrammatisms indicate "linguistic regressions" back to more "thought-like" linguistic representations. Moreover, a recapitulation of specific linguistic mappings is demonstrated to occur between processing levels. This microgenetic model represents an extension of previous work in aphasiology insofar as it targets combinatorial rather than selectional processes as primary planes of disruption.

Adult↗
PubMed2005

TV commercials for prescription drugs: a discourse analytic perspective.

BACKGROUND: The US Food and Drug Administration has called for research that may assist in developing standards for risk/benefit messages in the promotion of prescription drugs. Linguistics-based models of meaning and inference, though frequently applied to advertising, have not hitherto been used in this arena. OBJECTIVE: This study was intended to illustrate how discourse analysis, a methodology for microanalysis of texts in context, can elucidate the workings and interplay of promotional, informational, and other functions of direct-to-consumer drug advertising, anticipating threats to "fair balance" and pinpointing textual phenomena and issues suited to empirical study. METHODS: The text and visuals of a small corpus were analyzed along several dimensions, using theoretical insights of linguistic pragmatics and ethnography of speech to ask what the advertisement is seeking to do and what messages a viewer is likely to derive. RESULTS: The linguistic and rhetorical features include an intense switching and fusion of styles and modalities: the traditional advertising distinction between personal and impersonal, "company" and "consumer", was ostentatiously flouted. The role of spokesperson was assigned to characters in a real or virtual narrative. The narrative portion of the text and images often struck an ironic or postmodern note, eg, by mixing science with science fiction. The overall functions of the commercials (promotional, informational, and aesthetic) were themselves frequently blended. The text deployed several linguistic or rhetorical strategies to send a double message for promotional advantage, including syntactic-semantic ambiguity, voice-over risk messages at odds with upbeat visuals, and a vagueness of certain words in particular contexts. CONCLUSIONS: Findings contribute to our understanding of how TV commercials convey meaning with respect to drug benefits and risks, with implications for advertisers, regulators, and patient education. They also suggest new foci for empirical study.

Advertising↗
PubMed2002

Shake, rattle, 'n' roll: the representation of motion in language and cognition.

Languages vary strikingly in how they encode motion events. In some languages (e.g. English), manner of motion is typically encoded within the verb, while direction of motion information appears in modifiers. In other languages (e.g. Greek), the verb usually encodes the direction of motion, while the manner information is often omitted, or encoded in modifiers. We designed two studies to investigate whether these language-specific patterns affect speakers' reasoning about motion. We compared the performance of English and Greek children and adults (a) in nonlinguistic (memory and categorization) tasks involving motion events, and (b) in their linguistic descriptions of these same motion events. Even though the two linguistic groups differed significantly in terms of their linguistic preferences, their performance in the nonlinguistic tasks was identical. More surprisingly, the linguistic descriptions given by subjects within language also failed to correlate consistently with their memory and categorization performance in the relevant regards. For the domain studied, these results are consistent with the view that conceptual development and organization are largely independent of language-specific labeling practices. The discussion emphasizes that the necessarily sketchy nature of language use assures that it will be at best a crude index of thought.

Adult↗
PubMed2006

The development of referential choice in English and Japanese: a discourse-pragmatic perspective.

The present research investigated whether children's referential choices for verb arguments are motivated by pragmatic features of discourse referents across different developmental stages, not only for children learning null argument languages but also for those learning overt argument languages. In Study 1, the form (null, pronominal, or lexical) and referential status (given or new) of verb arguments were systematically analysed in six English-speaking and six Japanese-speaking children and their mothers when the children were at 1;9 and 3;0. In Study 2, non-linguistic pragmatic correlates (pointing, reaching, moving, making a head motion, or purposeful gaze direction toward a referent) were analysed in addition to the form and referential status of arguments at each of four linguistic periods between MLU 1 00 and 4 00 in two English-speaking and two Japanese-speaking children and their mothers. The results revealed that, when both linguistic and non-linguistic referential behaviours were considered, the English-speaking children showed patterns consistent with language-universal as well as language-specific discourse-pragmatic principles by 2;0 (between MLU 2 00 and 2 99), whereas the Japanese-speaking children did not show these patterns even as late as 3;0 (MLU 4 00 and above). Results also indicated that the children who were exposed to more consistent discourse-pragmatic referential patterns from their input tended to show these patterns earlier than those exposed to inconsistent patterns. Together these findings suggest that both the referential status of discourse referents as well as parental input predict children's referential choices across typologically different languages.

Asian People↗
PubMed1988

Variations in aphasic language behaviors.

This study reports intraindividual variations in the semantic and syntactic complexity of language and in the linguistic errors produced by mildly and moderately impaired aphasic and nonneurologically impaired control subjects in different communication contexts. Aphasic patients, compared to control subjects, evidenced as many, if not more, linguistic variations in response to changing communication requirements. In conditions that restricted visual contact between speaker and listener, aphasic patients produced fewer communicative gestures and more complex verbalizations. Verbal complexity and language errors also varied significantly with different contents of communication. Measures of verbal complexity and errors in verbal communications were found to vary independently across different communication contexts, contents, and tasks. These findings demonstrate that despite their linguistic impairments, aphasic patients show appropriate and predictable linguistic changes in response to nonlinguistic social contextual variables.

Adult↗
PubMed1990

The language of children with spina bifida and hydrocephalus: meeting task demands and mastering syntax.

Children with hydrocephalus are thought to exhibit deficiencies in their linguistic performance, including the production of numerous off-topic utterances and semantically immature responses to linguistically posed problems (e.g., questions, word definitions). The hydrocephalic children included in many previous studies, however, have been mentally retarded. We sought to determine whether these language problems also characterized intellectually average children with hydrocephalus. A second purpose was to evaluate the hypothesis that the language problems of hydrocephalic children occur predominantly on tasks with high cognitive or linguistic demands. A third purpose was to reexamine the claim that despite their semantic-pragmatic deficiencies, the syntax of hydrocephalic children is age appropriate. Our hydrocephalic subjects dealt with the semantic-pragmatic requirements of linguistically posed problems in an age-appropriate manner, and although their performance on these problems declined as task demands increased, the decline was no more than that seen for nondisabled age-matches. The hydrocephalic children did not differ significantly from nondisabled age-matches on measures of productive syntactic maturity.

Child↗